by erin cobb with adrienne zembower ©2018 erin cobb imlovinlit · 2019. 7. 8. · the mummy was...

©2018 erin cobb imlovinlit.com

Nonfiction Article of the Week5-2 Mummies: The Vessels to the Afterlife

Table of Contents

Terms of Use 2

Table of Contents 3

List of Activities, Difficulty Levels, Common Core Alignment, & TEKS 4

Digital Components/Google Classroom Guide 5

Teaching Guide, Rationale, Lesson Plans, Links, and Procedures: EVERYTHING 6-9

Article: Mummies: The Vessels to the Afterlife 10-11

*Modified Article: Mummies: The Vessels to the Afterlife 12-13

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice w/Key 14-15

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions w/Key 16-17

Activity 3: Text Evidence Activity w/Annotation Guide for Article 18-20

Activity 4: Text Evidence Activity w/Answer Bank w/Key 21-22

Activity 5: Skill Focus - Main Idea & Details w/Key 23-28

Activity 6: Integrate Sources – TED Ed Video by Len Bloch Guide w/Key 29-30

Activity 7: Skills Test Regular w/Key 31-34

Activity 8: Skills Test *Modified w/Key 35-38

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Summarizing using Main Idea & Details**

Activity 6: Integrate Sources – TedEd Video Guide**

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(F)

ELAR.5(G)9(B)

ELAR.12(D)(F)

ELAR.5(F)(G)9(B)

ELAR.5(F)(G)9(B)

RI.5.1

RI.5.1

RI.5.1

RI.5.1

RI.5.2

RI.5.7, RI.5.9

RI.5.4

RI.5.1, RI.5.2

List of Activities & Standards Difficulty Level: *Easy **Moderate ***Challenge

Activity 1: Basic Comprehension Quiz/Check – Multiple Choice*

Activity 2: Basic Comprehension Quiz/Check – Open-Ended Questions*

Activity 3: Text Evidence Activity w/Annotation Guide for Article**

Activity 4: Text Evidence Activity w/Answer Bank**

Activity 5: Skill Focus – Summarizing using Main Idea & Details**

Activity 6: Integrate Sources – TedEd Video Guide**

Activity 7: Skills Test Regular w/Key**

Activity 8: Skills Test *Modified w/Key**



Teacher’s Guide

Activities, Difficulty Levels, and Common Core Alignment

Activities, Difficulty Levels, and TEKS Alignment



Teacher’s Guide

Instructions for Google Classroom Digital ComponentsAll student activities are available in digital format compatible with Google Classroom. They are available in two formats: Google Slides and Google Forms.

Google SlidesFirst, I have made all student pages in Google Slides format. Students can simply add text boxes to any area they wish to type on. To access the Google Slides for this article, copy and paste the link below into your browser. *Note that you’ll need to make a copy of the folder or slide before you can use it.

LINK OMITTED IN PREVIEW

Google FormsI have made the assessments available in Google Forms. Here, they are self-grading, and I have set them all up with answer keys so they are ready to go for you. You’ll need to find these two files in your download folder to use Google Forms. The first file contains the links to the Forms, and the second file is explicit instructions for use. Look inside the Google Forms folder.



Teacher’s Guide

A Couple of Options for Teaching Article of the Week UnitsHere are my favorite suggestions for organizing these units with your schedule.*Please note that thumbnails show article 6.1 and activities.

Option A: Quickie UnitSimply complete all lesson activities in order OR pickand choose the activities you want to complete in order.

Time Needed: 2-3 fifty-minute class periodsPros: Super flexible; perfect filler around your other units; makes it easy to assign easier components for homework; ideal no prep sub plans if you have to be out for 2-3 days in a row.Cons: Fitting them all in around everything else you’ve got to do.

Option B: Daily ModelUse as a class starter or specific routine in yourclassroom everyday at the same time.

Time Needed: 15-20 minutes/day, 5 days/weekPros: IDEAL for block scheduling when you need to always change it up; Great way to fit nonfiction articles in with what you’re already doing.Cons: There are 25 total articles for each grade level, so some weeks you’ll need to skip the articles (I’d skip when doing projects, novels, during short weeks, and plan to finish up right before testing); May be difficult to commit to something rigid like this if you’re a type B teacher like myself ;)

Here’s how the daily model works:

Monday: Read article & complete basic comprehension activityTuesday: Text evidence activityWednesday: Skills focus activity (based on one key skill for each article)Thursday: Integrate information (other sources)Friday: Assessment

Monday

Tuesday

Wednesday

Thursday

Friday



Teacher’s Guide

WalkthroughI have discussed here how I use each activity and included hints and links to help you, too. Feel free to take or leave what you like. Even if you don’t plan to do every activity, I still recommend reading through this section to get the most out of these activities. Looking for a schedule to follow? Check the previous page for two suggested scheduling options.

These lessons and activities were designed to meet the needs of sixth graders during the first half the school year. The articles, activities, questions, and assessments will become increasingly rigorous and challenging as we progress through the year.

Activities 1-2• *There are no higher order thinking questions

included here – only basic, literal comprehension.• These activities are designed to be completed on

an either/or basis, meaning your students should only complete one of them, not both.

• Use Activity 1 for a quick cold-read assessment or after you’ve read the article together. I use these to hold students accountable for reading carefully. I recommend having students complete activity 1 without the article as long as they’ve just read the article (so not the next day), unless you’re providing a testing accommodation.

• Use Activity 2 for an open-ended option for the same exact questions. Students may have a harder time answering this one without the article, so choose this one if you want students to use the article but still prove that they’ve understood the content.

Note: Answer key included but not shown.

Article Modified Article

Activity 1

Activity 2



Teacher’s Guide

Activities 3-4• Again, these activities are either/or, so choose

one or the other but not both.• Activity 3 requires students to annotate text

evidence in the article and includes an article annotation key.

• Activity 4 requires students to choose text evidence from a bank at the bottom. This format prepares students to choose from and distinguish between pieces of text evidence on a state assessment. I recommend mixing it up and going back and forth between these among units until your students are proficient at both methods.

Activity 5• This activity is focused around the main skill

for this article: RI.5.2 – Main idea and details and summarizing, specifically

• Complete answer keys included, as always.• *A special modified version of page 2 is

included with the modified article text.

Activity 6• This activity requires students to integrate

information from another source or media. • Here, students view a 3-minute TEDEd video by Len

Bloch about the same topic. Students will make a list of some details included in the video but not the article and identify other details that were found in both the video clip and article. Then, they’ll have to do some critical thinking about how clean up may be possible. Please preview all videos before using in the classroom.

• View the video clip: https://youtu.be/9gD0K7oH92U(Backup)https://drive.google.com/file/d/1o6cZEZVj5JlqCwZdgZO-rMyOY23ZDOdq/view?usp=sharing

Activity 3

Activity 4

Activity 5

Activity 6



Teacher’s Guide

Activities 7-8• What’s the best way to make sure your students

are prepared for the state assessment? Assess them regularly with that format. I always let my students practice for the first few before I start counting them for a grade, and I always use the basic comprehension assessment (activity 1 or 2) as an easy grade so it levels the playing field.

• Activity 7 is the regular assessment.• Activity 8 is the modified assessment. The

modified assessment offer students only two answer choices instead of four. Note that only the multiple choice portion of the modified test is different from the original. Simply put, only page one is different. Complete keys included as always (not shown).

• In a hurry? I always include only multiple choice questions on the first page in case you’re in a hurry and need to skip the open-ended portion of the test. I don’t recommend skipping regularly but every now and then, I need a grading break.

Activity 7

Activity 8

The Wrapper


The Priest

to toe with special oils to make the skin softer. The inside of the corpse was stuffed with linens and sawdust. The body was also plumped up by the embalmer and made to look more lifelike using false eyes and sometimes false hair. Now the body was almost ready for the afterlife.

Like that of the embalmer, the wrapper’s job would take many days to complete. Wrapping required careful patience and skill. It also required lots and lots of linens –about 20 layers!

The family of the deceased was responsible for finding high quality linens for this process, usually about 4,000 square feet of linens. The wrapper cut these into long strips. Then, he carefully began wrapping, typically starting with the hands and the feet. All of the fingers and toes had to be wrapped individually, followed by the the head, arms, legs, and torso, or trunk of the body. A natural glue called resin was applied to keep it all in place. The wrapper also uttered spells for protection into the next world.

The body was then wrapped in a sheet called a shroud. A rigid body cage and a mask, called a funerary mask, were the final touches.

The mummy was finally ready for the afterlife and was placed in a suhet, or coffin, to be brought to the tomb. At the tomb, the priest was dressed as the god Anubis. He performed the Ceremony of the Mouth. In this ritual, the deceased was given the power of speech and other senses that would be necessary for the next life.

The suhet was then placed in the tomb along with all of the food, furniture, and supplies that would also be needed in the afterlife. The richer the deceased, the larger the tomb. Pharaohs, or kings, were placed in their own pyramids. The queen was placed in a separate, smaller chamber beneath the king’s. Others were placed in group tombs. Finally, after the priest had performed every special burial rite, the tomb was sealed. It was time for the Ba to hopefully make a successful journey to the Ka in the next world.

The pharaoh's funerary mask (left) looked quite different from the typical funerary mask (right).

The Great Pyramid of Giza, the oldest of the Seven Wonders of the Ancient World, is believed to be the tomb of the Fourth Dynasty Egyptian Pharaoh, Khufu.



Informational Text

For items 1-4, you’ll be citing textual evidence to support what the text says explicitly.

1. Find the sentences that explain what the Ka and Ba are. Highlight it in blue

2. Find the sentence that tells you what Ancient Egyptians believed about the heart.

Highlight it in green.

3. Find the sentence that explains what an embalmer is. Highlight it in purple.

4. Find the sentence that tells you about the types of items that would be needed in

the afterlife. Highlight it in gray.

Finding Text EvidenceFind each piece of text evidence in the article and highlight OR underline it with the color specified.

Skill: Text Evidence

For items 5-8, you’ll be citing textual evidence to support inferences drawn from the text.

5. Find one piece of text evidence that shows why the mummification process was

important to the ancient Egyptians. Highlight it in orange.

6. Find one piece of text evidence that shows us that the king was more important

than the queen. Highlight it in red.

7. Find one piece of text evidence that supports the idea that the wrapper’s job was

difficult. Highlight it in yellow.

8. Find one piece of text evidence that explains the importance of the Ceremony of

the Mouth. Highlight it in pink.

Activity 3



Informational TextSkill: Text Evidence

Activity 3



Informational Text

1. What was the main idea of the entire article? Write it in the box below.2. What are the names of the 3 subheadings in the article? Write them on the lines provided.3. List 4 steps in this part of the process in order. 4. List 4 steps in this part of the process in order. 5. List 4 steps in this part of the process in order.

Main Idea & DetailsUse the article to answer the questions and complete the graphic organizers.

Mummies: The Vessels to the Afterlife

________________________________

(1)

(2a) (2b)

(3) (4)

Skill: Main Idea & Details

Activity 5

________________(2c)

1. Remove all organs

(5)

6. Study the image near the bottom of the first page of the article from the Musée du Cinquantinaire in Brussels. Which of these ideas is supported by the image?Circle your answer.

Ancient Egyptians were very particular about how they buried their dead.

The priest had the most important job in the mummification process.

Pharoahs had more elaborate tombs than the average person.



Informational Text

7. In order to summarize the section The Embalmer, follow these steps. In the spaces provided next to each paragraph, summarize the paragraph in one sentence that states the central idea of the paragraph without including specific details. Then, on a separate sheet of paper, combine those sentences to write a brief summary of the section.

SummarizingUse the article to answer the questions and complete the graphic organizers.

Skill: Summarizing

Activity 5

After death, the process of mummification from start to finish could take about 70 days. The first step was to remove almost all of the organs. Ancient Egyptians believed the heart was the center of intelligence and emotion. So, the heart remained. The brain was removed, however. This was all done by an embalmer.

An embalmer is a highly trained person who prepares bodies for burial. In this step, the body was also dehydrated. This means that all liquids would be taken out. This would leave the corpse, including the hair, skin, and nails, completely dried out. To do this, the embalmer soaked the body in a salt-like substance called natron. Natron, like salt, is a mineral that can draw out all moisture. The corpse was left to soak in the natron for 40 days to ensure full dehydration.

Once the dehydrating was completed, the corpse was shriveled and dried out, resembling an old, wrinkly piece of leather. The next step would take about 20 more days. The body was rubbed from head to toe with special oils to make the skin softer. The inside of the corpse was stuffed with linens and sawdust. The body was also plumped up by the embalmer and made to look more lifelike using false eyes and sometimes false hair. Now the body was almost ready for the afterlife.

The 70-day mummification process began with removing all of the organs except for the heart.

The highly trained embalmer dehydrated the body, removing all liquids from the body.

The preparation of the body was finished by rubbing with oils, stuffing the inside of the corpse, and making the body look more lifelike.



Informational TextSkill: Summarizing

Activity 5

Sample summary:

The 70-day mummification process began with removing all of the organs except for the heart. The highly trained embalmer dehydrated the body, removing all liquids from the body. The preparation of the body was finished by rubbing with oils, stuffing the inside of the corpse, and making the body look more lifelike.

by erin cobb with adrienne zembower ©2018 erin cobb imlovinlit · 2019. 7. 8. · the mummy was...

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